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Fluency > Class 3: Assessment and Screening > Flashcards

Class 3: Assessment and Screening Flashcards

1
Q

How is fluency measured?

A

percentage of syllables stuttered (%SS)

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2
Q

What are some rules to follow when counting stutters?

A
  • each syllable can only be stuttered once

- if they use an avoidance behaviour w/o a stutter, it is still counted as a stutter

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3
Q

What does it mean when a child has more than 50% stutter like disfluencies?

A

they are more likely to be stuttering than normally disfluent

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4
Q

What are some stuttering like disfluency behaviours that should be counted as stutters?

A
  • part word repetitions
  • monosyllabic whole word repetitions
  • prolongations
  • blocks
  • unequivocal sound or avoidances
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5
Q

Whats the common way to assess duration of a stutter?

A

average duration of the 3 longest stutters

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6
Q

Whats the difference between escape and avoidance behaviours?

A

Escape: you’re in the stutter and try to get out

Avoidance: you’re trying to prevent the stutter from happening

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7
Q

What is the most commonly used instrument to assess stuttering?

A

SSI- 4 (stuttering severity instrument- 4)

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8
Q

What does the SSI-4 measure?

A
  1. %SS
  2. duration: 3 longest stutters
  3. secondary behaviours
    - sums them together= total
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9
Q

When obtaining a speech sample, what are some things you can do?

A
  • video tape
  • make sure samples are representative
  • attain 2 samples (in/out of clinic)
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10
Q

What assessment is used to look at feelings and attitudes?

A

Children’s attributed about talking- Revised (CAT-R)

- true and false questions

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11
Q

Pre-Assessment for…

Preschool Children

A
  • children responses and emotions
  • parents concerns and expectations
  • language, artic, voice intact?
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12
Q

Assessment for…

Preschool Children

A
  • get a video at home
  • parent- child interaction
  • clinician- child interaction
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13
Q

What would you do if they didn’t stutter?

A

get them anxious, increase work load

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14
Q

What would you do if they demonstrated severe stuttering?

A

reduce cognitive demands, you talk at a slower rate

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15
Q

What does typical disfluency look like in preschool?

A
  • less than 10-100 words
  • multisyllabic and phrase repetitions
  • less then 3 repetitions
  • unaware
    (changes to environment)
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16
Q

What does borderline stuttering look like in preschool?

A
  • more than 10-100 words
  • part word or whole word repetitions
  • more then 2 repetitions
    (give parents resources)
17
Q

What does beginning stuttering look like in preschool?

A
  • tension and hurry
  • awareness and frustrations
  • escape and avoidance
    (direct treatment)
18
Q

Pre-Assessment for…

School Age Children

A
  • children’s feelings and attitudes
  • parents awareness level
  • how its affecting school/home
19
Q

Assessment for…

School Age Children

A
  • interview parent, teacher and child
20
Q

Pre-Assessment for…

Adolescents and Adults

A
  • individuals attitudes
  • recording outside clinic
  • during diff situatios
21
Q

Assessment for…

Adolescents and Adults

A
  • interview family, client
  • ask them open ended Qs
  • effects on social, job
22
Q

What are the 5 treatment goals for all ages?

A 
Reduce:
- frequency
- abnormality 
- negative feelings, thoughts
- avoidance 
Create:
- fluency facilitating environment
23
Q

What is the goal of stuttering modifications?

A

reducing abnormality of stuttering, to stutter easily

24
Q

What are the 2 types of stuttering modifications that can be used?

A

Cancellation (backups): decrease tension, go back and try again

Pull-out: recognize stutter, catch it, reduce tension, continue word

25
Q

What is the goal of fluency shaping for?

A

reduce frequency of stuttering, stutter less

26
Q

What are the 3 types of fluency shaping that can be used?

A

Slow/flexible rate: slower but not unusual speech

Pausing: natural phrases, short pauses in between

Easy Onsets (E-Os’s): begin more easily with reduced tension

27
Q

What are the 4 different ways we can explore stuttering?

A

Explore:

  • their beliefs
  • core behaviours
  • secondary behaviours
  • thoughts and feelings (worry ladder)
28
Q

How can we desensitize the child to disrupters?

A
  • talk about problem tasks/areas
  • role play disruptions
  • teach mistakes are ok
  • practice on feared words and sounds
  • work on acceptance
  • learn how to respond to teasers

Fluency (4 decks)

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